An opportunity to include links or hover-overs with examples from CALL classrooms for these

Attributions for non original content can be handled many ways - due to the brevity and simulated nature of this example, I managed them this way. But as in the original OER, a full attributions page would eventually become necessary for clean attribution and decluttered document layout.

This would have been selected with SME. I wanted to demonstrate multiple means of representation and use an insert to demonstrate use of Code of Best Practices for Fair Use in OER.

Video embed to illustrate content & address diverse learning styles. Handy that I found one from the author, but as with all media inserts I've added, these would be chosen with the SME!

As there are in-text citations, this page gets a link to the References page for one-click findability

Inserted images with captions and added alt text

Applied formal heading structure

Inserted header to contextualize introductory paragraphs

If you're reading this, thank you! You successfully enabled Hypothes.is and found my comments.

By including these learning checks within Pressbooks, I'm overlapping with LMS functions. This would be another decision to work out with SME. The purpose is not to have course activities in 10 different places or to overextend the Pressbooks format, but simply to show the committee some range in my interactivity options.

Again, a video insert to illustrate content in a new format to engage diverse learning styles. The selection would be worked out with SME.

Inserted section title & heading structure

Revised links by linking text with the URLs so they are intelligible to screen readers.

Added formal heading structure

I've added some multimedia throughout the text (possibly too much) to demonstrate UDL principles of representing information in multiple ways for learner diversity. The amount of multimedia, placement, and content selection would be a SME-driven, OEID-facilitated endeavor in real life. Here, I'm just demonstrating my thought process. The original OER this chapter was drawn from doesn't use a lot of graphical inserts or multimedia, which suggests to me it wasn't appropriate for the audience/purpose. Hence, these are examples of UDL options I may suggest in an OER hypothetically in collaboration with faculty.

Free pressbooks.com accounts don't have the H5P plugin...only EDU accounts. So this is an image placeholder for where I would embed interactivity for learner-content engagement.'

Created formal bulleted list for easier navigability and accessibility.

Revised link

Heavy references to standards in this chapter could be represented in a table format in addition to text for UDL reasons.

Indented and italicized to offset the quote for navigability and readability.

This links to the Egbert & Shakroni OER as a placeholder for my suggested practice of linking to previous readings/chapters for easy student reference.

I created a few glossary terms as an example of improved interactivity.

In real life this would be linked

This is where I would work out, with instructor, what license this revision should bear. I opted for CC BY for now, but that could change depending up on whether the instructor wanted to move into remixing more copyrighted/openly licensed content.

These would be linked to syllabus or course map - wherever the instructor has explored the course outcomes with students.

I culled the in-text citations to create a structured reference list, then placed it with the conclusions. Students are one click away from the extensively cited works while reading.

Continuation of TILT framework

Providing attribution for source material

Mapped chapter outcomes to course outcomes. Helping students see why they are being asked to do work leverages motivation, engagement, metacognition, and building connections.

Simulated open pedagogy exercise - group note-taking.

Rewrote chapter outcomes to use observable, measurable, specific language for assessment.

Applied formal structure to lists to enable keyboard/assistive technology readability

Framed outcomes in student-centric language to leverage motivation, metacognition, engagement

Applied Transparency in Learning and Teaching (TILT) assignment design principles (https://tilthighered.com/)

Applied heading structure for accessibility & navigability

Indicated learners' next steps, continuing the TILT framework. In real life, this would either be linked or not exist, depending on the audience for the book. Given this is a revision of a larger title, I'm simulating that this revision is just being used for a particular course audience.

Full list of sources cited in this chapter. In real life, these would all be properly formatted citations with links to articles.